Building Buddies with a
Bee Bop
MEETING THE NEEDS OF THE YOUNG CHILD WITH AUTISM THROUGH MUSIC
What is Autism Spectrum Disorder?

As defined by Autism Speaks, Autism spectrum disorder
(ASD) and autism are both general terms for a group of
complex disorders of brain development. These
disorders are characterized, in varying degrees, by
difficulties in social interaction, verbal and nonverbal
communication and repetitive behaviors.

What does that mean for music teachers working in the
classroom?
Music & Autism
Research
Music & Autism research show evidence
supporting the clinical benefits of music
therapy in the areas:
Social
Emotional
Speech
Communication
Reduced anxiety
Increased interaction with peers
Assist in the learning of daily routines
What is Music Therapy?
Music Therapy is the clinical and evidencebased use of music interventions to accomplish
individualized goals within a therapeutic
relationship by a credentialed professional who
has completed an approved Music Therapy
Program. (American Music Therapy Association
definition, 2005)

What do Music Therapists do?
Certified music therapists determine and implement
functional goals to help improve the quality of life of
the individuals served.
 Improving gross & fine motor skills
 Increasing attention
 Improving verbal & nonverbal communication
 Improving cognitive function
 Increasing sensory capacity
Special Populations


The Expressive Arts department
at the Ann Storck Center in Ft.
Lauderdale, became the main
focus program which won
awards and gained local and
national recognition.
The program focused on
developing technology, grants,
& events to showcase the
talents of individuals with
disabilities from preschool to
adult.
Bee Bop Buddies



Bee Bop Buddies began in1998 for
early intervention programs
around South Florida.
The company serves area
preschools and offers sensory
friendly musical events &
programs for young children.
Using a hands on approach to
teach music to preschoolers also
works well with young children
with autism.
A personal
connection
Matthew was diagnosed
with PDD-NOS at the age
of 3. He displayed sensory
and communication
needs.
Music helped his speech,
dancing helped his sensory
needs, and music in the
classroom encouraged his
social skills.
Music &
Expression
Encourage vocalization
through familiar songs.
Using hand over hand
assistance, singing
familiar songs and using
a mirror encourages
students to imitate
sounds and vocalize
familiar lyrics.
Who are your students?
 Learn
about the individuals attending your class

Review student’s IEP

Create ways to adapt testing and assessment material

Use accommodations for the student to participate

Talk with teachers, staff, paraprofessionals, & parents

Adapt individual communication methods by adding
pictures or signs
Class Goals
When working with a classroom that may include some
students with Autism, the IEP goals maybe included with your
learning goals.



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Socialization with peers
Making Transitions from one activity to another
Following directions
Expression of emotions
Increase fine and gross motor coordination
Working in the Classroom
Working in a classroom setting with some individuals who have
sensory, behavior & learning concerns consider setting up the music
classroom to adapt to students with special needs
Use lots of visuals
Create Picture Schedules
Use social stories for the student before class
Encourage routines
Put in place a Buddy system
Setting up the Class
Consider environmental surroundings make adjustments to
classroom
 Make the classroom sensory friendly
 Dim the lights if possible, reduce extra noises and sounds
 Reduce clutter and use picture labels on storage
 Safety first, use stop signs or do not put large music
equipment by the door
 Use rugs, colorful squares or color tape to define a space
 Place your students away from distractions

Preparing the Lessons
Use a simple daily themes
 Music Mondays: New songs, music history, theory
 Techno Tuesdays: Using the keyboards & technology
 Wacky Wednesday: Learning rhythms, creating instruments projects
 Center Time Thursday: Using different center stations
Or Weekly Themes
 Use each week in the month as a different activity theme
 The last week of the month create a Pick your Performance day
Teaching the Lesson
Keep it simple
 Give direct instructions
 Have a visual schedule with pictures or describing what to expect next
 Leave extra time to allow students to process each part of the lesson
 For upcoming performances always review the date, time & location
daily
 During rehearsals, allow students to move around or take a break
Use musical rewards or motivation to increase vocalization & participation
 Reward students who demonstrate simple good behavior and have
them earn points towards a final reward
The Lesson Structure
Use a bell curve to create the lesson:
 Hello song to welcome class and to introduce theme
 Warm ups routine & movement songs
 Movement or hands on creative activity to reinforce idea
 Regroup and review the activity
 Bring the group back to calm everyone down
 Yoga exercise or quiet music
 Talk about theme and review
 Good bye song
The Animals at the Farm
1.
Hello Everybody!
2.
Head Shoulders Knees & Toes (active warm up song)
3.
Pass out Animal Puppets & ask each student to identify sound
4.
Old MacDonald Had a Farm
5.
Have the “Buddy System” using 2 animals next to a student with disabilities
who may require assistance
6.
Talk about the animals going back to the barn to sleep and collect puppets
(use as transition time)
7.
The Moon Song (use a calming song or yoga animal movements)
8.
Goodbye Song
For more information
www.beebopbuddies.com
MATTIE.BEEBOPBUDDIES@GMAIL.COM
MATTIE MINGST, CMT